2-1-1 (R,W,L, S) Through The News. Thursday, March 6th.
W-Up…I am…I am a ….build a sentence.
Focus on print text...1) Find an article on : Trusting Friends.
What text type of an article is it? Opinion/Editorial/Hard News/Feature Article?
Who is the audience? What evidence do you have to support your guess?
Article Summary (3-5 sentences) – Include subject and 5 W’s Who – What – Where – When – Why.
Find all the articles in the article and highlight them.. What do you notice in your pattern? – Post the article information on the wiki
Monday, March 12th
W-Up…BUILD A SENTENCE – ONLY CAN ADD WHAT FITS…I ..I like..I like… ….
What is an adjective – list on board – Why do you we use these words? Adjectives describe nouns!!!!
Focus on print text… 1) Find an article on local/real-world heroes..
Find what type of article it is? Could be opinion (one sided point of view), interview, feature article, survey, letter to the editor, editorial (present both sides of an issue), news…(hard news: recent events that have an impact on many people (murder/school closing/politics), soft news: recent events about general stories – feel good stories
Who is the audience?
How do you know this?
Article Summary (3-5 sentences) – Include subject and 5 W’s Who – What – Where – When – Why. Article summary, audience and text type information should be loaded on the wiki.
Find all the adjectives (descriptive words) and UNDERLINE. them. What do you notice about the words you highlighted? – Post the article information on the wiki
Tuesday, March 13th, 2012
W-Up…I ..I feel… ….build a sentence.
Adverbs -What are they? Why do we use them????
Focus on print text… 1)
Find what type of article it is?
Who is the audience?
How do you know this?
Article Summary (3-5 sentences) – Include subject and 5 W’s Who – What – Where – When – Why. Article summary, audience and text type information should be loaded on wiki.
Find all the adverbs (words that describe a verb) and highlight them. What do you notice about the words you highlighted? – Post the article information on the wiki
Thursday, March 15th, 2012
W-Up. I …I read..
Activity: Finish up all outside HW: Student Conference…Students should have 3 article summarized and looked at in terms of audience and text style. Students should also have text highlighted to indicate use of article, adjectives and adverbs.
True Stores in the News Activity Day 1
Check this out: How many prepositions can you find. How many errors can you find
This article is about friendship and its opinion article by Eileen Hughes. She gives important information to us. We have to know how to make good friendship with the friends and it tells how to do. This article is hard news and it’s by Dioni L. Wise. Essam Yousef saved 3 kids who were left at home alone on Monday night around 11:30 p.m. He heard a loud beeping sound from the next house and he called 911 and policeThis article is soft news about bi bim bap. One of Korean entertainment shows call Muhandojeon advertised one of Korean food call bi bim bap at Times Square in NYC. So bi bim bap display at Time Square for month since November ,26.
Class activity. Complete homework assignment “A Killer in the backseat” Complete the oral component and writing. Correct the first part. New reading and preview questions pg.__
Wednesday, March 21st.
W-Up: Prepositions Day 2
Check this out: How many prepositions can you find. How many errors can you find?
“The Dog Who Saved the Old Woman”
What is a good friend? A good friend is someone who is really important and gives you a trust.
In my article, the good friend is a dog. One day, an old female got cancer in her leg.
Suddenly, that dog started to bark everyday and licked her leg. That was really weird so she went to hospital, and find out she got cancer. Fortunately, that cancer was not that serious so she fixed it and she still breath in the world. Class Activity. Do cultural experience with hand gestures Read story, “More Alike Than Different” Complete section 1-3J Due next block after breakJ End with writing a note of encouragement for LASAJ. Mrs. G
Monday, April 3, 2012. Unit Objectives. How are various text types manipulated to express messages? How do text types compare and contrast? Why is it valuable to understand how people communicate? Objective. Use the News Story and questions as a diagnostic tool to see where students are in terms of vocabulary and problem solution tasks. Students will be able to respond in writing to further extend story basics. W-UP - Please write one newsworthy aspect (important) of your Spring Break. What is one insignificant aspect or detail from your week off from school?
Go over answers to story activities – 1-3
Complete written task of the story “More Alike Than Different”
HW – complete written task and cultural differences
Tuesday, April 4, 2012 Objective: Students will be able to get feedback on their written task and read another similar story and complete pre-reading activities.. W-UP: Write down one of your favorite stories over Spring Break - Include the 5 W’s in your story. – Share one part of traveling to Korea and culture shock ;) Activity: Students will complete pre-reading exercises and read the story aloud with the class. At what age does a person become “old”? _ Students will complete even/odd questions 1-3
Thursday, April 6th, 2012 Objective: Students will be able to peer edit a classmates work. Students will begin to self check their own work. W-UP: I have …
Activity - Correct all completed work. Complete final writing assignment = pg. /Pompei 39
Monday, April 9, 2102 Objective: Students will read a true story and will be able to identify main and supporting ideas. They will be able to practice using context clues and build academic vocabulary. Today’s focus: Longevity… W-Up. How long is “a long life”? Why do you say this? Describe someone you know who has had a long life. What did they do to achieve this? Activity: 1.Complete Pre-Reading activities for the La Dolce Vita (The sweet Life in Italian..) 2. Look over the vocabulary needed for understanding as well as main and supporting details questions – Purpose: Know what you are looking for prior to actually reading (Great strategy to apply in test taking!) 3. Read and Answer evens and odd questions for: Building Vocabulary – Using Context Clues, Understanding Main Ideas, Supporting ideas and Idea Map -Please write out entire answer on a sheet of paper. HW: Complete activities through page 5.
Wednesday, April 11, 2012. Objective: Students will be able to read other text examples about living a long life. Students will be able to draw inferences and making predictions from heading and pictures in the news. W-UP. What type of person do you want to be when you are old? Activity1: Make connections and inferences about older people – Focus “From Having Our Say” by Sadie and Bessie Delany – Discuss. Activity 2: Look at Heading and symbols – Make connection/predictions what will this be about what do the symbols mean? – Read. Activity 3. Complete Academic Vocabulary building as well as Main Ideas and Supporting Evidence – (through pg. 14) HW – Finish Academic Vocab thru page 14.
Thursday, April 12, 2012. Objective: Students will also be able to read question stems and answers orally – Students will provide specific information orally for peers. W-Up: Where do you want to be when you are old and why? Activity. Go through Answers and discuss – Work on enunciation of words – Special focus on ‘Rs’ and ‘Ls’. :0
Monday, April 16th, 2012 Objective: Students will be able to read a chart and apply the information gathered. W-Up. What are some indicators that you are old? Activity 1: Apply information on reasons that increase longevity – via pictures and written response. Focus on communicating a clear idea. Activity 2: Read various charts about life expectancy and reasons for longevity and answer the questions. Activity 3: Predict which factors are most important
Tuesday, April 17th, 2012 Objective: Students will be able to summarize text and relay necessary main ideas. Students will be able to respond to a prompt through writing. W-UP – Describe something you learned from an older person. Activity:
Students will jig saw the text and ask discussion questions. They will engage in conversation about longevity.
Students will select a writing topic related to longevity. They will create minimum ½ page response.
Work Time.
Thursday, April 19th, 2012
Class cancelled due to APAC soccer involvement.
Friday, April 20th, 2012. Objective:Objective: Students will also be able to read question stems and responses orally – Students will provide specific information orally for peers. Activity: ½ class work time - finish responding to the prompt. ½ class – Students share remaining questions and answers orally- speaking and listening for specific information. Students should make sure all
Tuesday, April 24th. Objective: Students will be able to explore what elements are important in terms of future employment. W-up. What do you want to be when you grow up? Activity/
Students complete pre-reading activities through discussion.
Students read the 1st story about 9/11.
Students complete vocabulary development – pg. 23
Wednesday, April 25th, 2012. W-UP. Students should write this in their journal…Consider this: Has the answer to the question: What do you want to be when you grow up changed over the years? What do you feel were the factors involved in this change and why? Discuss. Agenda – 1.Re-read story aloud: “The Greatest Job in the World” – discuss as needed Go through directions for sections below pages 24-25. Students should complete all sections. If there is time remaining – students can complete writing homework. Understand common written or oral expressions Develop reading skills
Chronological order
Cause and Effect
Summarizing. -
Friday, April 27th, 2012. W-UP.Pretend you are an employer - Who do you think makes a good employee? What qualities do they possess? Discuss. Agenda – 1.Read story: “From Tender at the Bone” by Ruth Reichl – Discuss as needed Starting your own stories – Making connections.. Do you think your destiny is predetermined by your likes and dislikes?
Students should complete all sections. If there is time remaining – students complete writing tasks for homework. Understand common written or oral expressions Develop reading skills
Understanding Main Ideas
Evaluating Statements
HW: Complete through page 31 for homework!
Monday , April 30th, 2012 Objective: Students will be able to understand the concept of cause and effect related to a personal narrative. Students will also be able to practice summarizing techniques and identifying main ideas W-UP: When you were little what was something that you did well that everyone thought you would be when you grew up? Do you think that we are destined to be something and is this determined by our actions at birth? Evaluation of statements – and application of information. – Respond from a prompt – Discuss. Reading /Predicting – Which jobs do you think will be noted and why? Responding to a chart. 1. The salaries are high 2)There are a large number of job openings 3) The jobs are in a fields that are expected to grow
Research what are the top jobs in Korea vs. US Compare contrast = Venn diagram – likes and differences between America and Korea
Who are you? Text to self connection – Work through page 37
Wednesday, May 2, 2012 Objective: Students will be able to generate similarities and differences between Korea and US – Students will be able to explain these comparisons. W-up: Write about a person who has/had the perfect job for them. What is/was the job? How do you know it is/was ‘perfect’?
Complete Venn diagram: Compare and Contrast your jobs in Korea with those printed in the US
Discuss personal connections
Writing – Look at writing form – Discuss – Pre-writing – planning and writing.
Writing Time
Thursday, May 3rd, 2012 and Monday May 7th, 2012 Objective: Students will be able to conceptualize group traits and consider what they use to make choices. 1) Writing time: 20 minutes – then done – “I don’t care” says Danielson… W-UP Cut out labels from magazines – Make a quick collage J Group Naming – Brainstorm as many labeled groups of people as you can in Korea. What are the names of these groups? Make a chart of traits of groups and find pictures to symbolize who they are. Make a collage – Are there other groups in other countries – Discussion. Pre-drafting: Complete pages connection to literature and making inferences based on terms associated with technology. What do you know? Make a list of computer-related terms we may discuss in this unit. Discuss.
Wednesday, May 9 Objective: Students will be able to use context to figure out the meaning of new words or expressions. Students will also be able to develop a question based on an answer and vise versa using the context to develop their responses. W-Up: Picture/Question Preview – What questions do you have based on the picture and title (Technique: Good readers always self-question) Activity: Read together – work on oral development/reading fluency Vocabulary development, expressions and usage, Main ideas and sc –pg 44 HW finish through page 44.Yahoo!!!!
Friday. May 11th Objective: Students will be able to make a personal connection to the text. Students will be able to brainstorm traits/qualities that make someone successful. W-Up: What personal success stories do you know about? Describe a story someone made it big although there were many barriers against him/her. Discuss Activity: A personal Story. “Calm in Crisis Is in My Blood”, by JoMei Chang More reading skills –Making personal connections and Think about characteristics that allow you to be part of a group - Academic Vocabulary and understanding Slang Expressions
Tuesday, May 15, 2012 Objective: Students will be able analyze data gathered from charts and graphs. W-UP: When you have surfed the net – What is some of the most interesting information you have found presented in graph or chart form – What was it about and why was it interesting? Activity: Writing proper sentences (x8) – related to theme = GEEKS. Individually: Complete Reading graphs and making inferences pp. 52-54. Also complete pg. 55 section B Oral follow-up discussion based on facts and figures - HW: Complete Graphing Sections pp. 52-54 and pg. 55 section B as necessary.
Students will outline ideas on option – Students will begin researching HW – Research on topic and gather more details to incorporate into writing Friday, May 18, 2012 Objective: Students will be able to apply information learned in previous lessons to a project. Students will be able to incorporate technology into their projects. Activity: Independent work time: Gathering Ideas/Preliminary Draft of ideas. HW –Begin drafting Option Response Monday, May 21st, 2012 Objective: Students will be able to apply information learned in previous lessons to a project. Students will be able to incorporate technology into their projects. Activity: Independent work time: Drafting. HW – Complete Draft of project
Wednesday, May 23rd, 2012 Objective: Students will be able to apply information learned in previous lessons (both content and language) to a project. Students will be able to incorporate technology into their projects. W-UP: 10 minutes for Final touches Activity: Presentation + Popcorn + Pop (Alliteration at it’s finest ;))
Thursday, May 24th. NO CLASS Due to award ceremony at 2pm.
Thursday, March 6th.
W-Up…I am…I am a ….build a sentence.
Focus on print text...1) Find an article on : Trusting Friends.
What text type of an article is it? Opinion/Editorial/Hard News/Feature Article?
Who is the audience? What evidence do you have to support your guess?
Article Summary (3-5 sentences) – Include subject and 5 W’s Who – What – Where – When – Why.
Find all the articles in the article and highlight them.. What do you notice in your pattern? – Post the article information on the wiki
Monday, March 12th
W-Up…BUILD A SENTENCE – ONLY CAN ADD WHAT FITS…I ..I like..I like… ….
What is an adjective – list on board – Why do you we use these words? Adjectives describe nouns!!!!
Focus on print text… 1) Find an article on local/real-world heroes..
Find what type of article it is? Could be opinion (one sided point of view), interview, feature article, survey, letter to the editor, editorial (present both sides of an issue), news…(hard news: recent events that have an impact on many people (murder/school closing/politics), soft news: recent events about general stories – feel good stories
Who is the audience?
How do you know this?
Article Summary (3-5 sentences) – Include subject and 5 W’s Who – What – Where – When – Why. Article summary, audience and text type information should be loaded on the wiki.
Find all the adjectives (descriptive words) and UNDERLINE. them. What do you notice about the words you highlighted? – Post the article information on the wiki
Tuesday, March 13th, 2012
W-Up…I ..I feel… ….build a sentence.
Adverbs -What are they? Why do we use them????
Focus on print text… 1)
Find what type of article it is?
Who is the audience?
How do you know this?
Article Summary (3-5 sentences) – Include subject and 5 W’s Who – What – Where – When – Why. Article summary, audience and text type information should be loaded on wiki.
Find all the adverbs (words that describe a verb) and highlight them. What do you notice about the words you highlighted? – Post the article information on the wiki
Thursday, March 15th, 2012
W-Up. I …I read..Activity: Finish up all outside HW: Student Conference…Students should have 3 article summarized and looked at in terms of audience and text style. Students should also have text highlighted to indicate use of article, adjectives and adverbs.
True Stores in the News Activity Day 1
Tuesday, March 20th
W-UP…Working the prepositions. What are prepositions?**Preposition 101:**
Class activity.
Complete homework assignment “A Killer in the backseat”
Complete the oral component and writing.
Correct the first part.
New reading and preview questions pg.__
Wednesday, March 21st.
W-Up: Prepositions Day 2- Check this out: How many prepositions can you find. How many errors can you find?
“The Dog Who Saved the Old Woman”What is a good friend? A good friend is someone who is really important and gives you a trust.
In my article, the good friend is a dog. One day, an old female got cancer in her leg.
Suddenly, that dog started to bark everyday and licked her leg. That was really weird so she went to hospital, and find out she got cancer. Fortunately, that cancer was not that serious so she fixed it and she still breath in the world.
Class Activity.
Do cultural experience with hand gestures
Read story, “More Alike Than Different”
Complete section 1-3 J
Due next block after break J
End with writing a note of encouragement for LASA J. Mrs. G
Monday, April 3, 2012.
Unit Objectives. How are various text types manipulated to express messages? How do text types compare and contrast? Why is it valuable to understand how people communicate?
Objective. Use the News Story and questions as a diagnostic tool to see where students are in terms of vocabulary and problem solution tasks. Students will be able to respond in writing to further extend story basics.
W-UP - Please write one newsworthy aspect (important) of your Spring Break. What is one insignificant aspect or detail from your week off from school?
- Go over answers to story activities – 1-3
- Complete written task of the story “More Alike Than Different”
HW – complete written task and cultural differencesTuesday, April 4, 2012
Objective: Students will be able to get feedback on their written task and read another similar story and complete pre-reading activities..
W-UP: Write down one of your favorite stories over Spring Break - Include the 5 W’s in your story. – Share one part of traveling to Korea and culture shock ;)
Activity: Students will complete pre-reading exercises and read the story aloud with the class.
At what age does a person become “old”? _
Students will complete even/odd questions 1-3
Thursday, April 6th, 2012
Objective: Students will be able to peer edit a classmates work. Students will begin to self check their own work.
W-UP: I have …
Activity - Correct all completed work. Complete final writing assignment = pg. /Pompei 39
Monday, April 9, 2102
Objective: Students will read a true story and will be able to identify main and supporting ideas. They will be able to practice using context clues and build academic vocabulary.
Today’s focus: Longevity…
W-Up. How long is “a long life”? Why do you say this? Describe someone you know who has had a long life. What did they do to achieve this?
Activity:
1.Complete Pre-Reading activities for the La Dolce Vita (The sweet Life in Italian..)
2. Look over the vocabulary needed for understanding as well as main and supporting details questions – Purpose: Know what you are looking for prior to actually reading (Great strategy to apply in test taking!)
3. Read and Answer evens and odd questions for: Building Vocabulary – Using Context Clues, Understanding Main Ideas, Supporting ideas and Idea Map -Please write out entire answer on a sheet of paper.
HW: Complete activities through page 5.
Wednesday, April 11, 2012.
Objective: Students will be able to read other text examples about living a long life. Students will be able to draw inferences and making predictions from heading and pictures in the news.
W-UP. What type of person do you want to be when you are old?
Activity1: Make connections and inferences about older people – Focus “From Having Our Say” by Sadie and Bessie Delany – Discuss.
Activity 2: Look at Heading and symbols – Make connection/predictions what will this be about what do the symbols mean? – Read.
Activity 3. Complete Academic Vocabulary building as well as Main Ideas and Supporting Evidence – (through pg. 14)
HW – Finish Academic Vocab thru page 14.
Thursday, April 12, 2012.
Objective: Students will also be able to read question stems and answers orally – Students will provide specific information orally for peers.
W-Up: Where do you want to be when you are old and why?
Activity. Go through Answers and discuss – Work on enunciation of words – Special focus on ‘Rs’ and ‘Ls’. :0
Monday, April 16th, 2012
Objective: Students will be able to read a chart and apply the information gathered.
W-Up. What are some indicators that you are old?
Activity 1: Apply information on reasons that increase longevity – via pictures and written response. Focus on communicating a clear idea.
Activity 2: Read various charts about life expectancy and reasons for longevity and answer the questions.
Activity 3: Predict which factors are most important
Tuesday, April 17th, 2012
Objective: Students will be able to summarize text and relay necessary main ideas. Students will be able to respond to a prompt through writing.
W-UP – Describe something you learned from an older person.
Activity:
Thursday, April 19th, 2012
Friday, April 20th, 2012.
Objective: Objective: Students will also be able to read question stems and responses orally – Students will provide specific information orally for peers.
Activity: ½ class work time - finish responding to the prompt.
½ class – Students share remaining questions and answers orally- speaking and listening for specific information. Students should make sure all
Tuesday, April 24th.
Objective: Students will be able to explore what elements are important in terms of future employment.
W-up. What do you want to be when you grow up?
Activity/
Wednesday, April 25th, 2012.
W-UP. Students should write this in their journal…Consider this: Has the answer to the question: What do you want to be when you grow up changed over the years? What do you feel were the factors involved in this change and why? Discuss.
Agenda –
1.Re-read story aloud: “The Greatest Job in the World” – discuss as needed
Go through directions for sections below pages 24-25. Students should complete all sections. If there is time remaining – students can complete writing homework.
Understand common written or oral expressions
Develop reading skills
Friday, April 27th, 2012.
W-UP.Pretend you are an employer - Who do you think makes a good employee? What qualities do they possess? Discuss.
Agenda –
1.Read story: “From Tender at the Bone” by Ruth Reichl – Discuss as needed
Starting your own stories – Making connections.. Do you think your destiny is predetermined by your likes and dislikes?
- Consider titles - Predict. Read “Becoming Yourself”
Students should complete all sections. If there is time remaining – students complete writing tasks for homework.Understand common written or oral expressions
Develop reading skills
- Understanding Main Ideas
- Evaluating Statements
HW: Complete through page 31 for homework!Monday , April 30th, 2012
Objective: Students will be able to understand the concept of cause and effect related to a personal narrative. Students will also be able to practice summarizing techniques and identifying main ideas
W-UP: When you were little what was something that you did well that everyone thought you would be when you grew up? Do you think that we are destined to be something and is this determined by our actions at birth?
Evaluation of statements – and application of information. – Respond from a prompt – Discuss.
Reading /Predicting – Which jobs do you think will be noted and why? Responding to a chart. 1. The salaries are high 2)There are a large number of job openings 3) The jobs are in a fields that are expected to grow
Research what are the top jobs in Korea vs. US Compare contrast = Venn diagram – likes and differences between America and Korea
Who are you? Text to self connection – Work through page 37
Wednesday, May 2, 2012
Objective: Students will be able to generate similarities and differences between Korea and US – Students will be able to explain these comparisons.
W-up: Write about a person who has/had the perfect job for them. What is/was the job? How do you know it is/was ‘perfect’?
Writing Time
Thursday, May 3rd, 2012 and Monday May 7th, 2012
Objective: Students will be able to conceptualize group traits and consider what they use to make choices.
1) Writing time: 20 minutes – then done – “I don’t care” says Danielson…
W-UP Cut out labels from magazines – Make a quick collage J
Group Naming – Brainstorm as many labeled groups of people as you can in Korea. What are the names of these groups? Make a chart of traits of groups and find pictures to symbolize who they are. Make a collage –
Are there other groups in other countries – Discussion.
Pre-drafting: Complete pages connection to literature and making inferences based on terms associated with technology.
What do you know? Make a list of computer-related terms we may discuss in this unit. Discuss.
Wednesday, May 9
Objective: Students will be able to use context to figure out the meaning of new words or expressions. Students will also be able to develop a question based on an answer and vise versa using the context to develop their responses.
W-Up: Picture/Question Preview – What questions do you have based on the picture and title (Technique: Good readers always self-question)
Activity:
Read together – work on oral development/reading fluency
Vocabulary development, expressions and usage, Main ideas and sc –pg 44
HW finish through page 44.Yahoo!!!!
Friday. May 11th
Objective: Students will be able to make a personal connection to the text. Students will be able to brainstorm traits/qualities that make someone successful.
W-Up: What personal success stories do you know about? Describe a story someone made it big although there were many barriers against him/her. Discuss
Activity: A personal Story. “Calm in Crisis Is in My Blood”, by JoMei Chang
More reading skills –Making personal connections and Think about characteristics that allow you to be part of a group - Academic Vocabulary and understanding Slang Expressions
Tuesday, May 15, 2012
Objective: Students will be able analyze data gathered from charts and graphs.
W-UP: When you have surfed the net – What is some of the most interesting information you have found presented in graph or chart form – What was it about and why was it interesting?
Activity:
Writing proper sentences (x8) – related to theme = GEEKS.
Individually: Complete Reading graphs and making inferences pp. 52-54. Also complete pg. 55 section B
Oral follow-up discussion based on facts and figures -
HW: Complete Graphing Sections pp. 52-54 and pg. 55 section B as necessary.
Wednesday, May 16, 2012
Objective: Students will be able to increase fluency in their writing –Students will be able to apply understanding of content and language into a project.
W-UP: Students will be able to respond to a prompt related to technology or the theme of GEEKS. (Quick WRITE)
Students will be introduced to their final written project and will select an option to respond to.
Students will outline ideas on option –
Students will begin researching
HW – Research on topic and gather more details to incorporate into writing
Friday, May 18, 2012
Objective: Students will be able to apply information learned in previous lessons to a project. Students will be able to incorporate technology into their projects.
Activity:
Independent work time: Gathering Ideas/Preliminary Draft of ideas.
HW –Begin drafting Option Response
Monday, May 21st, 2012
Objective: Students will be able to apply information learned in previous lessons to a project. Students will be able to incorporate technology into their projects.
Activity:
Independent work time: Drafting.
HW – Complete Draft of project
Wednesday, May 23rd, 2012
Objective: Students will be able to apply information learned in previous lessons (both content and language) to a project. Students will be able to incorporate technology into their projects.
W-UP: 10 minutes for Final touches
Activity:
Presentation + Popcorn + Pop (Alliteration at it’s finest ;))
Thursday, May 24th.
NO CLASS Due to award ceremony at 2pm.